780 research outputs found
Author: Nadine Gordimer
No full textThis booklet celebrates the life and work of Nadine Gordimer, internationally acclaimed author, icon, role-model and one of South Africa's living treasures
Author: Nadine Gordimer
No full textThis booklet celebrates the life and work of Nadine Gordimer, internationally acclaimed author, icon, role-model and one of South Africa's living treasures
sj-xlsx-1-esj-10.1177_17461979231206915 – Supplemental material for Micropolitical strategies in student-teacher partnerships: Students’ and teachers’ perspectives on student voice experiences
No full textSupplemental material, sj-xlsx-1-esj-10.1177_17461979231206915 for Micropolitical strategies in student-teacher partnerships: Students’ and teachers’ perspectives on student voice experiences by Jetske Strijbos and Nadine Engels in Education, Citizenship and Social Justice</p
Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices
No full textDifferentiated instruction is advocated as a means to create inclusive classrooms. The hypothesis guiding this study is that teachers' ability to notice inclusive teaching practices and to reason about it are connected to their differentiated practices. Two instruments are adopted to measure this: the e-PIC videography tool, that maps teachers' professional vision, and the DI-Quest, that measures self-reported differentiated practices. Clustering teachers' noticing and reasoning, this study found two groups of teachers. Results reveal that teachers who are more proficient at noticing inclusive practices, also report implementing more differentiated practices, compared to teachers who are less able at noticing them. (C) 2020 Elsevier Ltd. All rights reserved.The adopted e-PIC videography instrument in this study was developed within the Potential project in cooperation with IMEC and the following people: Dr. Karolien Keppens, Iris Roose, Dr. Esther Gheyssens, Dr. Julia Griful-Freixenet, Prof. Dr. Katrien Struyven, Prof. Dr. Piet Van Avermaet, Prof. Dr. Ruben Vanderlinde, Prof. Dr. Els Consuegra, Dr. Wendelien Vantieghem, Kristof Van Damme and Martin Vanbrabant. We would like to thank them for their engagement. In addition, the authors of this study gratefully acknowledge the support of the POTENTIAL research and valorisation project (www.potentialproject.be) funded by the Flanders Innovation & Entrepreneurship (VLAIO).Gheyssens, E (corresponding author), Vrije Univ Brussel, Pl Laan 2, B-1050 Brussels, Belgium.
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Buiten de lijnen? Een cartografische blik op de thuisleerogevingen van Brusselse leerlingen.
No full textPredicting adolescent gender role attitudes : Socio-demographic characteristics, family context, and school peer gender culture
No full textResearch into the construction of individuals' gender role attitudes (GRA) has primarily focused on the effects of socio-demographic characteristics and primary socialisation. Despite the school environment being recognised as a critical context of socialisation for adolescents' GRA, quantitative research focusing on the dynamics of gender attitudes during adolescence remains conspicuously understudied. This study investigates the interplay between individual characteristics, the family context, and school peer gender culture on adolescents' GRA in Flanders (Belgium). A longitudinal survey was administered (Npupil = 4063; Nschool = 57) and multilevel regression analysis confirms that pupils from lower socioeconomic backgrounds as well as boys express traditional GRA. It also indicates the importance of religion, rather than religious affiliation, in the construction of traditional GRA. Furthermore, primary socialisation via parental GRA remains an important predictor, although GRA socialisation also takes place within schools through the prevailing school peer gender culture.This work was supported by the Research Foundation Flanders under Grant number FWOTM773 and the Flemish Agency for Innovation by Science and
Technology under Grant number IWT110020. We would like to thank all participants and schools that took part in this research project
Off the Map? A Cartographic Glimpse into Urban Students’ Home Learning Environments
No full textThis single case study explores the physical Home Learning Environments
(HLEs) of 10 vocational students in a Brussels school with a highly diverse
socioeconomic and cultural population. Data were collected through mental
maps, that is, cognitive representations drawn by the participants, and a group
discussion on home learning. Using the Social Theory of Space to analyze the
data, three key domains, that is, resources, workspace, and indoor climate,
were identified as areas where students lack optimal conditions, potentially
hindering their academic performance. To address the educational divide,
the study highlights the importance of educators focusing on the quality of
HLEs, by gaining a deeper understanding of students’ home contexts, fostering
resilience, collaborating with parents on expectations, and partnering with local
organizations to provide well-equipped collective learning spaces
Buiten de lijnen? Een cartografische blik op de thuisleerogevingen van Brusselse leerlingen.
No full textSocial Integration in First Year Undergraduates:The Role of Peer Learning
No full textThis study investigated the social integration (in relation to academic integration) of rst-year stu- dents during the rst semester at university. Six- teen focus group sessions with 93 students and 37 individual face-to-face follow-up interviews were conducted with rst-year psychology and educa- tional science students from a Dutch-speaking university in Belgium. rough the lens of appre- ciative inquiry, student-facilitated strategies such as welcome activities, campus tours, workshops, and extracurricular and cocurricular activities seemed important in enhancing both social and academic integration. Contact with older students was highly valued, but this did not involve all students and may have had negative e ects for some. Participants emphasized the need for inclusivity of activities. Information technology, such as Facebook, could provide an important informal bridge. Partici- pants also valued opportunities to develop age-peer friendships, which sustained their well-being and academic motivation throughout the rst year. However, the peer interaction and learning pro- vided did not fully address the social developmental needs among all newcomers. e consequences of these ndings for future research, peer learning practices, and institutional policy are discussed.</p
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